Gender Differences in Cognitive Development and School Readiness: Findings from a Randomised Controlled Trial of Children from Communities of Socio-economic Disadvantage in Ireland

Kent, Gráinne and Pitsia, Vasiliki (2018) Gender Differences in Cognitive Development and School Readiness: Findings from a Randomised Controlled Trial of Children from Communities of Socio-economic Disadvantage in Ireland. Children's Research Digest, 5 (3). pp. 33-41. ISSN 2009-7298

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Abstract

In recent years, through collaborations between Atlantic Philanthropies and the Irish Government, there has been ever-increasing attention on early intervention and prevention programmes in Ireland, which are targeted at geographic areas that have been designated as socio-economically disadvantaged (McAvoy, Purdy, Sneddon and Mac Evilly, 2013). These programmes aim to reduce the negative effects of childhood adversities. In understanding developmental trajectories in early childhood, one factor that requires careful consideration is gender and whether differences exist between boys and girls in early childhood development (Ertem et al., 2018). This is of particular importance in light of recent findings by Garcia, Heckman and Ziff (2017), who argued that boys have greater vulnerability to lower quality environments than girls. While an extensive review of the research literature on gender differences in early childhood development is beyond the scope of this short research article, evidence of gender differences across the domains of cognitive development and school readiness during early childhood is briefly discussed below.

Item Type:	Article
Subjects:	B Philosophy. Psychology. Religion > Psychology B Philosophy. Psychology. Religion > Psychology > Cognitive psychology L Education > LB Theory and practice of education > Early childhood education
Divisions:	Early Learning Initiative Publications
Depositing User:	Caoimhe Ní Mhaicín
Date Deposited:	22 Nov 2018 13:48
Last Modified:	23 May 2019 14:48
URI:	https://norma.ncirl.ie/id/eprint/3534

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